Teachers roles in implementing Academic Honesty across the curriculumn.

1. ACADEMIC HONESTY
Role of Teachers
14th March, 2016
Zakir Hossain

2. Snapshot
3
Academic Honesty
Academic Dishonesty
Why do students cheat/ become dishonest?
Signs of Plagiarism
Strategies for cheating prevention
Special circumstances @ Group Work
Don’t do these things - Expert Advice

3. Academic Honesty?
3
Academic honesty is a ‘code of conduct’ that
consists of six values-
Honesty
Trust
Fairness
Respect
Courage
Responsibility

4. Academic dishonesty?
3
Academic dishonesty includes, but is not limited to:
• Plagiarism in Papers & Assignments
• Unauthorized Communication during Assessments
• Misrepresenting Academic Accomplishments
• Collusion
• Hoarding or Damaging Library Materials
• Forging a Signature

5. Why do students cheat/ become dishonest?
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• Pressure to earn a higher GRADE
• Competition for graduate schools & jobs
• Culture of cut-up (file sharing, Google research, cut and paste creativity)
• Course content not important
• “I’m busy,” “The course is hard,” “I’m falling behind”
are not as important!
Thomas, David (2005). Encouraging Academic Honesty Toolkit

6. Signs of Cheating/Plagiarism
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Some possible signs of cheating include:
• Odd or mixed formatting/Language
• Lack of bibliography
• In-text & Bibliographic citations variation
• Significant difference in quality between assignments
• Lack of information from course—facts, sources, concepts, etc.
• Paper submitted in HTML format
Thomas, David (2005). Encouraging Academic Honesty Toolkit

7. Strategies for cheating/plagiarism prevention
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1. Reducing Pressures that Encourage Cheating
2. Assuring Fairness & Integrity of an Examination
3. Making Syllabus Clear
4. Link Assignment Grading
5. Teach to Cite & Model Citation
6. Advertise Detection Resources & Case History

8. Special Circumstances @ Group Work
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Clarity Individual or group works? What will
evaluate product or process or both?
Graded for team work or for outcome?
Structure Configure the assignment so that each student
has a particular role to play and product to
create
Observation If possible
Self-assessment Ask group members fill out a form of their
individual contribution
Follow-up
assessment
Quiz students

9. Don’t do these things
3
• Only one version of a test
• Use the same version of the test across semesters
• Provide different due dates for students
• Different review dates for test answers
• Use assessments that focuses on facts
• Have closed book tests

10. Thomas, David (2005). Encouraging Academic Honesty Toolkit. Retrieved from
http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/academic_honesty.pdf
References
Josephson, Michael and Melissa Mertz (2004). Changing Cheaters: Promoting Integrity and Preventing Academic
Dishonesty, Josephson Institute of Ethics. CHARACTER COUNTS! Retrieved from
http://www.westga.edu/~jhasbun/Promoting_Integrity.pdf

11. Thank You
Q & A

12. 1. Reducing Pressures that Encourage Cheating
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Ensure your expectations are reasonable
Establish clear grading criteria (consider rubrics)
Do not change grading criteria once the assignments/tests are turned in
Make sure it is explicitly clear what students will be tested on
Base the course grade on multiple assessments
Make sure students have reasonably enough time to complete the assignment
Accept valid excuses for late assignments and absences
Do not by any means let cheating become an accepted norm
©Donelson R. Forsyth of Virginia Commonwealth University (2002).

13. 2. Assuring Fairness & Integrity of an Examination
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Before a test Day of a test
Access to Information Room set-up
Access to Old/New Exams Seat assignments
Alternate Versions Prohibit all extraneous
items
Open-ended Questions Hand Check & Desk Check
Modify Former Questions Acknowledgment
Open book test Clear marks when grading
Josephson, Michael and Melissa Mertz (2004).

14. 3. Making Syllabus Clear
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Be sure your syllabus answer the following questions:
• Why does academic honesty matter?
• What is cheating?
• What is plagiarism?
• What are the expectations of the School?
• What are the expectations for this class?
• What are the consequences?
• What will you do in this class to detect cheating?
Thomas, David (2005). Encouraging Academic Honesty Toolkit